t! 


JAN  261912 
GIFT 


UNIVERSITY  OF  CALIFORNIA. 


GIFT    OF 


l&k.jajeojoA. 

Class 


i 


CITY  DISTRICT 

^      LIBRARY. 
;^~5EfiNARDiNoS§^ 


HAND  BOOK 


FOR 


Teacher  and  Pupil 


SECOND  EDITION 


PREPARED  UNDER  THE  AUTHORITY  OF  THE 

CITY  BOARD  OF  EDUCATION 

SAN  BERNARDINO,  CALIFORNIA 


M.  L.  PARCELS,  President 

W.  S.  BOGGS  W.  C.  SECCOMBE 

R.  A.  BRYDOLF  J.  F.  PARKER 

F.  W.  CONRAD,  Secretary 


JAN  261912 


COPYRIGHTED    BY 

F.    W.     CON  RAD 

1911 


PREFACE  TO  FIRST  EDITION 


This  handbook  recognizes  a  want  of  busy  people 
who  have  no  time  to  hunt  up  authorities  in  special  sub- 
jects, when  a  glimpse  of  just  what  they  want  will  set 
them  right.  It  is  the  small  things  of  life  that  often  be- 
come important,  and  it  is  in  those  very  things  that  we 
most  frequently  err. 

The  correct  English  given  here  has  been  used 
from  week  to  week  in  the  class  room  and  is  really  of 
more  value  to  the  average  pupil  than  the  technical 
grammar  which  is  supposed  to  prepare  him  for  high 
school  work. 

If  these  expressions  are  used  often  enough,  they 
will  gradually  become  a  part  of  us,  and  we  shall  nat- 
urally fall  into  the  habit  of  correct  speech.  They  are 
also  of  value  for  reference  when  we  are  in  doubt. 

Distinct  and  proper  pronunciation  of  words 
should  be  a  characteristic  of  well  educated  people,  yet 
many  educated  people  carlessly  pronounce  their  words 
indistinctly  and  incorrectly. 

The  list  of  words  here  given  has  been  looked  up 
with  care  and  it  is  believed  that  all  are  the  preferred 
pronunciation  given  by  Webster's  International  Dic- 
tionary. 

We   have    also    appended    some    useful   tables    in 
arithmetic  and  other  items  of  useful  information. 
May  i,  1909.  F.  W.  CONRAD. 


225467 


PREFACE  TO  SECOND  EDITION 


This  book  has  been  in  continuous  use  in  the  schools 
ot  the  city  of  San  Bernardino,  California,  for  the  past 
two  years  and  has  proved  so  helpful  that  a  new  edition 
seems  to  be  in  demand,  as  the  first  edition  is  exhausted. 

There  is  every  reason  to  believe  that  it  will  be  as 
useful  in  the  future  as  in  the  past,  and  with  that  belief 
it  is  dedicated  to  the  teachers  and  pupils  of  the  public 
schools. 

F.  W.  CONRAD, 

Superintendent  of  the  City  Schools, 
Sept.  i,  1911  San  Bernardino,  Cal. 


TABLE  OF  CONTENTS 

Abbreviations     $6 

Ago   and  since    12 

Agreement  in  gender 8 

Agreement  in  number 7 

As,  as  if,  like 30 

At    31 

Bad,    Badly,   etc 38 

Choose — choice   17 

Come,  came,  coming  come 26 

Differ — Different    22 

Do,  did,  doing,  done 25 

Doesn't  and  Don't 13 

Double  negatives 1 1 

Each  other — one  another 16 

Either — any   20 

Expect,   think  believe 23 

Go,  went,  going,  gone 24 

in,  illy  38 

In — into .  17 

Know,,  knew,  knowing,  known    35 

Lie,  lay,  lying,  lain.     Lay,  laid,  laying,  laid 27 

May,  can,  must , 20 

Miscellaneous    39 

Neither — none  19 

Nominative  uses 8 

Objective  uses 9 

Only .x. ..  18 

Other — others    15 

Past  tense  followed  by  infinitive 22 

Reference  tables   51 


Ring,  rang,  ringing,  rung 31 

Rise,  rose,  rising,  risen.     Raise,  raised,  raising.  ...  34 

See,  saw,  seeing,  seen 26 

Shall,  will.     Should,  would  36 

Sit,  sat,  sitting,  sat.    Set,  set,  setting,  set 34 

So  —  as 29 

So— that 12 

Subjunctives    . 14 

Take,  took,  taking,  taken 32 

That— those.     This— these   21 

The  split  infinitive   ,.  . .  .  37 

Those — them    32 

Upon,  onto  and  on 15 

Words  commonly  mispronounced 41 


HAND  BOOK  TOR  TEACHER  AND  PUPIL 


FIRST  WEEK 


Agreement  in  Number 

Am,  is  and  was  are  singular  verbs. 
Are  and  were  are  plural  verbs. 
Singular  subjects  take  singular  verbs. 
Plural  subjects  take  plural  verbs. 
"My  feet  are  cold." 
"This  book  is  brown." 
"These  books  are  old." 
"We  were  not  at  home." 
"They  were  all  sick." 
"Isn't  he  a  doctor?" 
"Aren't  they  all  students?" 
"Those  chairs  were  broken." 
"These  fans  are  large." 
"Weren't  you  afraid?" 

Other  verbs  are  used  in  the  same  way.  "  We 
wrote  to  them;"  not,  "We  writes  to  them."  "They 
sent  us  a  letter;"  not,  "They  sends  us  a  letter."  We 
said  "No;"  not,  We  says  "No." 

Never  use  the  plural  pronoun  in  referring  to  a 
single  person  or  thing.  Say,  If  any  one  wishes  to  see 
better,  let  him  come  forward;  not,  "Let  them  come 
forward." 

"A  person  who  wishes  to  succeed  ought  to  let 
others  help  him/'  not,  "help  them." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


SECOND  WEEK 


Agreement  in  Gender 

As  we  have  no  common  gender  form  for  nouns 
and  pronouns,  when  the  sex  is  unknown  we  should  use 
the  masculine  gender. 

Say  " Every  pupil  is  expected  to  do  his  duty." 
"If  every  person  would  attend  to  his  own  affairs,  the 
world  would  be  happier." 

"If  any  one  cannot  see  well,  let  him  come  for- 
ward." 

"Every  child  was  waving  his  flag." 

Some  people  prefer  to  use  the  plural  number  in 
such  a  case;  as,  "All  pupils  must  present  their  excuses 
by  Monday." 

If  the  female  sex  is  referred  to,  the  pronouns 
should  be  feminine. 

"Every  girl  present  wished  to  do  her  best.  Every 
woman  at  the  club  expressed  her  regret." 

If  both  sexes  are  referred  to,  both  masculine  and 
feminine  pronouns  may  be  used;  as,  "Every  boy  and 
every  girl  should  clear  his  or  her  desk." 


THIRD  WEEK 


Nominative  Uses 

Nominative  forms  are  I,  we,  they,  he,  she,  who, 
and  thou.  These  should  be  used  with  is,  was,  and  be. 
(been) 

Say,  "It  is  I." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL  9 

Say,  "Was  it  we?" 

Say,  "Could  it  be  I  ?" 

Say,  "It  is  we." 

Say,  "It  was  not  I." 

Say,  "It  might  have  been  I." 

Say,  "It  was  not  he  who  wrote  it." 

Say,  "Was  it  she  who  said  so?" 

Say.  "Could  it  have  been  he  who  stole  the  pen?" 

Say,  "It  may  have  been  she." 

Say,  "It  was  they  who  came  so  early." 

Say,  "It  could  not  have  been  they  who  ran 
away." 

Say,  "I  know  it  was  not  thou  who  told  the  false- 
hood." 

Say,  "It  was  ibou  whom  they  accused,  but  it  was 
they  who  d'd  the  deed." 

Say,  "I  saw  him,  whoever  it  was;"  not,  "whom- 
ever." ' 

Say,  "Who  did  they  say  that  he  was?"  not 
"whom." 


FOURTH  WEEK 

Objective  Uses 

Objective  forms  are  me,  us,  him,  her,  them,  and 
whom. 

These  forms  should  not  be  used  with  is,  was,  and 
be,  or  been. 

They  are  used  as  direct  or  indirect  objects  of 
verbs,  or  the  object  in  some  phrase. 


io          HAND  BOOK  FOR  TEACHER  AND  PUPIL 


me." 


Say,   "He  and  I   went  fishing;"   not,   "him  and 


Say,  "She  and  I  are  going  on  a  picnic;"  not,  "her 
and  me." 

Say,  "They  told  him  and  me  all  about  it;"  not, 
"he  and  I,"  o«r  "him  and  I." 

Say,  "They  gave  the  money  to  him  who  was  the 
poorest;"  not,  "to  he  who  was  tjie  poorest." 

Say,  "She  and  her  cousin  could  not  come;"  not, 
"her  and  her  cousin." 

Say,  "The  storm  drove  her  and  her  cousin  into 
the  house;"  not,  "she  and  her  cousin."  (You  would 
not  say,  "the  storm  drove  she.") 

Say,  "The  news  came  to  you  and  me  very  sud- 
denly;" not,  "to  you  and  I."  (You  would  not  say, 
"the  news  came  to  L") 

Say,  "Between  you  and  me;"  not,  "between  you 
and  I." 

Say,  "We  boys  will  play  you;"  not  "us  boys  will 
play  you." 

Say,  "She  came  to>  us  girls  on  the  street;"  not, 
"to  we  girls." 

Say,  "There  was  not  one  among  us  all  who  did 
not  like  her;"  not,  "among  we  all." 

Say,  "They  and  I  were  going;"  not,  "them  and 
me  were  going." 

Say,  "Whom  did  you  say?"  not,  "who  did  you 
say?" 

Say,  "The  boy  whom  you  told,  spread  the  news;" 
not,  "who  you  told." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          11 


FIFTH  WEEK 


Double  Negatives 

No,  not,  notching,  and  never,  are  called  negatives. 

Two  negatives  should  not  be  used  in  a  sentence 
where  only  one  is  meant.  "I  can't  give  nothing," 
means  "I  can  give  something." 

Say,  "He  never  gave  me  anything;"  not,  "He 
never  gave  me  nothing." 

Say,  "She  doesn't  do  anything  for  herself;"  not 
"She  doesn't  do  nothing." 

Say,  "We  haven't  seen  her  do  anything  bad;" 
not.  "do  nothing  bad." 

Say,  "He  never  comes  here;"  not,  "He  doesn't 
never  come  here." 

Say,  "Don't  do  so  any  more;"  not,  "Don't  do  so 
no  more." 

Say,  "Won't  you  ever  say  so  any  more?"  not, 
"say  so  no  more." 

Say,  "I  won't  work  so  hard  for  any  body;"  not, 
"for  no  body." 

Say,    "They   don't   care   for  any  one."  not,  "no 


one." 


Say,  "We  won't  call  there  any  more;"  not,  "no 
more." 

Say,  "I  will  have  nothing  more  to  do  with  him;" 
not,  "I  won't  have  nothing  more  to  do  with  him." 


12          HAND  BOOK  FOR  TEACHER  AND  PUPIL 
SIXTH  WEEK 

So—  That 

Do  not  use  that  as  an  adverb  of  degree  meaning 
so. 

Say,  "I  was  so  frightened  I  could  not  move;" 
not,  "I  was  that  frightened." 

Say,  "The  box  was  so  long  and  so  wide;"  not, 
"The  box  was  that  long  and  that  wide." 

Say,  "I  will  tell  you  so  much,  but  no  more;"  not, 
"I  will  tell  you  that  much." 

Say,  "She  was  so  angry  that  she  cried;"  not, 
"She  was  that  angry  she  cried." 

Say,  I  haven't  read  so  far  as  that;"  not,  "I 
haven't  read  that  far." 

Never  say,  "That  is  all  the  farther  I  have  read." 

Say,  "The  stick  was  so  long;"  not,  "that  long." 

Say,  "When  I  had  gone  so  far  I  stopped;"  not, 
"when  I  had  gone  that  far/' 

Say,  "I  could  not  run  so  fast  as  that;"  not,  "I 
could  not  run  that  fast." 

Say,  "Can  you  jump  so  high?"  not,  "that  high." 

Say,  "I  never  expect  to  be  so  good  as  that;"  not, 
"I  never  expect  to  be  that  good." 


SEVENTH  WEEK 


Ago  and  Since 

The  following  expression  is  often  used :     "It  has 
been  some  time  ago  that  I  saw  him." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          13 

Ago  fixes  some  definite  time  in  the  past.  Has 
been  is  the  present  perfect  tense  bringing  action  up 
to  the  present  time.  These  two  ideas  are  distinct  and 
should  not  be  used  in  the  same  expression. 

Say,  "It  has  been  some  time  since  I  saw  him;" 
or,  "It  was  some  time  ago  that  I  saw  him." 

Say,  "It  has  been  three  years  since  he  lived  here/ 
not,  "It  has  been  three  years  ago  since  he  lived  here." 


EIGHTH  WEEK 


Doesn't  and  Don't 

Don't  is  not  the  same  as  doesn't  and  should  not 
be  used  for  it. 

Doesn't  is  used  with  the  pronouns  he,  she,  it,  and 
who,  which,  what,  and  that,  used  in  a  singular  sense, 
and  with  singular  nouns. 

Don't  is  used  with  the  pronouns  I,  we,  you,  they, 
and  who,  which,  what  and  that  used  in  a  plural  sense, 
and  with  plural  nouns. 
I  don't.  Don't  I? 

We  don't  Don't  we? 

You  don't  Don't  you  ? 

They  don't  Don't  they? 

He  doesn't  Doesn't  he? 

She  doesn't  Doesn't  she? 

It  doesn't  Doesn't  it? 

Who  doesn't  know  that  two  and  two  are  four? 

There  are  three  men  who  don't  obey  the  law. 


14          HAND  BOOK  FOR  TEACHER  AND  PUPIL 

Don't    bother    with  those  sticks  that  don't  split 
easily. 

There  is  a  horse  that  doesn't  like  barley. 

I  see  a  house  which  doesn't  have  a  chimney. 


NINTH  WEEK 


Subjunctives 

There  is  a  form  of  the  verb  be  in  common  use  and 
we  should  know  how  to  use  it  and  the  various  pro- 
nouns which  are  used  with  it,  correctly. 
The  forms  are: 

I  were  We  were 

Thou  wert  (rarely  used)  You  were 
He  were  They  were 

Say,  "If  you  were  I,  would  you  go  ?"  not,  "If  you 


was  me." 


Say,  "If  I  were  you,  I  should  go;"  not,  "If  I  was 
you." 

Say,  "If  I  were  he,  I  would  study  better;"  not, 
"if  I  was  him." 

Say,  "If  you  were  she,  you  would  work  too;'' 
not,  "if  you  was  her." 

Say,  "If  you  were  we,  you  would  care  a  great 
deal;"  not,  "if  you  was  us." 

Say,  "Though  I  were  they,  I  would  not  do  so;" 
not,  "though  I  was  them." 

Say,  "I  wish  I  were  a  bird;"  not,  "was  a  bird." 

Say,  "O  that  it  were  cooler!"  not,  "was  cooler." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          15 


Say,  "If  he  were  here,  he  would  see  for  himself;" 
not,  "if  he  was  here." 


TENTH  WEEK 


Upon,  Onto,  and  On 

The  expression  "onto"  is  called  by  Webster,  a 
colloquialism,  that  is,  it  is  used  sometimes  in  conversa- 
tion, but  is  not  considered  standard  English  and 
should  not  be  used. 

Say,  "The  cat  jumped  upon  the  table;"  not, 
"onto  the  table." 

Say,  "He  threw  the  ball  upon  the  roof;"  not, 
"onto  the  roof." 

Upon  may  mean  just  the  same  as  on,  as,  when 
both  indicate  resting,  absence  of  motion,  or  motion  at 
the  place  indicated  by  the  verb;  as. 

The  book  rests  upon  or  on  the  desk. 

The  ice  forms  upon  or  on  the  pond. 

The  race  was  run  upon  or  on  the  new  track. 

Upon,  however,  has  another  meaning,  indicating 
direction  toward;  as,  He  jumped  upon  the  moving 
train.  Not  on  the  moving  train,  as  this  would  indi- 
cate that  he  was  on  the  train  when  he  jumped. 


ELEVENTH  WEEK 


Other— Others 

The  expressions,    "He  was  the  smartest   of  all 
others/'  and  "Apples  are  more  nutritious  than  any 


16          HAND  BOOK  FOR  TEACHER  AND  PUPIL 


fruit,"  are  wrong,  because  they  do  not  convey  the  idea 
intended.  In  the  first  sentence,  "all  others"  makes  one 
group  and  "he"  another.  These  are  distinct  so  that 
one  is  not  a  part  of  the  other  group.  ,  The  idea  is  that 
he  is  the  smartest  of  all,  or  that  he  is  smarter  than  all 
others. 

In  the  second  sentence  more  indicates  a  compari- 
son of  two  or  more  groups  in  which  "apples"  are  one 
group,  and  other  fruits  the  other  group.  The  way  it 
reads,  apples  could  not  he  a  fruit.  The  correct  form 
should  be,  "Apples  are  more  nutritious  than  any  other 
fruit,"  or,  "Apples  are  the  most  nutritious  of  all 
fruits." 

Say,  "Her  dress  was  the  prettiest  of  any  woman's 
present;"  not,  "of  any  other  woman's." 

Say,  "America  is  the  freest  of  any  nation;"  not, 
"of  any  other  nation." 

Say,  "He,  of  all  people  should  know;"  not,  "He  of 
all  others  should  know." 

Say,  "My  knife  was  sharper  than  any  other  in  the 
crowd;"  not,  "sharper  than  cmy  in  the  crowd." 

Say,  "He  showed  most  knowledge  of  the  subject 
of  any  one  there;"  not,  "of  any  other  one  there." 


TWELFTH  WEEK 


Each  Other — One  Another 
Each  other  refers  to  one  of  two  people  or  things. 
One  another  refers  to  one  of  three  or  more  people 
or  things. 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          17 

Say,  "These  two  sisters  love  each  other." 

Say,  "All  the  old  soldiers  stand  up  for  one 
another." 

Say,  "These  four  trees  seem  bowing  to  one 
another." 

Say,  "All  pupils  in  this  school  should  be  kind  to 
one  another" 

Say,  "You  and  /  should  respect  our  mutual  friend 
as  well  as  each  other" 

Choose — Choice 

Do  not  use  one  of  these  words  for  the  other. 
Say,  "Whose  choice  is  it  ?"  not,  "whose  choose  is 

it?" 

Say,  "It  is  my  choice;"  not,  "my  choose" 
Say,  "It  is  your  next  choice'"  not,  "choose" 
Say,  "It  was  their  choice;"  not,  "choose" 
Say,    Let    me    have    a    choice    next;"    not,    "a 

choose" 

Say,  "It  was  their  choice  and  they  chose  John." 


THIRTEENTH  WEEK 

In — Into 

These  words  are  often  used  one  for  the  other. 

In  denotes  rest,  or  motion  in  a  certain  place. 

Into  denotes  direction  toward,  the  act  ending 
within  a  certain  place. 

Say,  "He  went  into  the  house;"  not,  "in  the 
house." 


18          HAND  BOOK  FOR  TEACHER  AND  PUPIL 


Say,  "He  bored  a  hole  into  the  tree;"  not,  "in  the 

tree." 

Say,    "He   arose    in    his  place  and  spoke;''  not, 

"into  his  place." 

Say,  "Some  fishes  swim  in  the  sea  very  fast;" 

not,  "into  the  sea." 

Say,  "The  balloon  sailed  up  into  the  sky." 

Say,  "The  child  fell  into  the  water.'' 

Say,  "The  boys  were  swimming  in  the  water,  and 

rescued  the  child." 


FOURTEENTH  WEEK 


Only 

This  little  word  causes  a  great  deal  o»f  trouble. 
It  isn't  the  word's  fault,  however.  In  general,  it  may 
be  said  that  it  should  be  placed  next  to  the  word  it  is 
intended  to  modify. 

If  we  say,  "I  only  saw  him  yesterday,"  it  means 
that  I  did  nothing  but  see  him.  I  did  not  hear  him. 

"I  saw  only  him  yesterday,"  means  that  no  one 
else  wasi  seen. 

"I  saw  him  only  yesterday,"  means  that  yesterday 
was  the  day  I  saw  him,  and  not  some  other  day. 

Say,  "I  paid  only  fifty  cents  for  it;"  not,  "I  only 
paid/' 

Say,  "He  broke  only  two  bones  in  his  fall;"  not, 
"He  only  broke."  This  would  mean  that  he  did  not 
twist  them,  nor  strain  them,  nor  bruise  them. 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          19 


Say,  "She  bought  only  three  hats  that  year. ' '  The 
idea  is  the  number  o<f  hats.  If  we  say,  "she  only 
bought  three  hats/'  the  idea,  is  changed  to  buying,  as 
distinguished  from  borrowing,  stealing,  begging,  or 
receiving  them  as  a  gift. 

Say,  "The  mercury  rose  to  only  ninety  degrees 
that  day;"  not,  "only  rose'/  as  this  would  change  the 
idea  to  rising  and  falling  instead  of  to  the  height. 


FIFTEENTH  WEEK 


Neither — None 

Neither  means  not  either  and  refers  to  one  of  two. 

None  means  no  one  and  refers  to  one  of  three  or 
more. 

Say,  "Neither  of  you  two  may  go;"  not,  "none  of 
you  two." 

Say,  "None  of  the  many  who  saw,  believed;"  not, 
"neither  of  the  many." 

Say,  "None  of  all  the  boys  was  accused  but  these 
two-,  and  neither  of  them  was  present." 

Notice  the  singular  form  of  the  verb.  The  sub- 
ject is  singular,  not  one.  The  plural  form  of  the  verb 
is  used  when  the  subject  seems  plural. 

Say,  "None  of  the  states  of  the  Union  now  be- 
lieves in  slavery;"  not,  "neither  of  the  states" 

Say,  "Clay  and  Elaine  each  tried  to  be  president, 
but  neither  of  them  was  elected." 

Say,  "Of  all  the  trees  of  the  forest,  none  is  so 
strong  as  the  oak." 


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SIXTEENTH  WEEK 


Either — Any 

Either  refers  to  one  of  two-. 

Any  refers  to  one  of  three  or  more. 

Say,  ''Any  of  these  twenty  books  is  just  what  I 
want."  The  subject,  any  (one)  is  singular  and  requires 
is  for  the  verb,  not  are. 

Say,  "Any  of  these  hundred  bricks  is  just  like 
every  other  one.  They  are  all  like  one  another." 

Say,  "Either  of  those  two  boys  can  always  be 
trusted." 

Say,  "Any  of  that  class  of  girls  can  pass  the  grade 
if  she  tries." 

Say,  "Any  course  of  sudy  at  school  is  better  than 
loafing." 

Sav,  "Either  of  these  two  suits  will  do  to  wear." 


SEVENTEENTH  WEEK 

LANGUAGE 

May,  Can,  Must 

May  indicates  permission,  or  doubt;  can,  power  or 
ability ;  and  must,  necessity.  Do  not  interchange  them. 

"May  I  leave  the  room?"  means,  "Have  I  your 
permission  to  leave  the  room  ?" 

"Can  I  leave  the  room?"  means,  "Have  I  power  to 
go  out?" 


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"Must  I  leave  the  room  ?"  means,  "Will  you  com- 
pel me  to  go  out?" 

Say,  "Do  you  think  I  can  pass  the  grade?" 

Say,  "May  I  send  you  one  of  my  books?" 

Say,  "Must  I  stay  so  long?" 

Say,  "May  he  go  with  me?" 

Say,  "Can  he  climb  to  the  top  of  the  tower?" 

Say,  "He  may  not  tell  you  all  he  knows  about  it." 

Say,  "He  can  not  run  for  he  is  lame." 

Say,  "You  must  do  as  I  tell  you." 

Say,  "I  must  go  home  for  mother  may  be  sick." 

Say,  "Europe  must  respect  the  Monroe  Doctrine." 

Say,  "He  may  go  if  you  will  take  care  of  him." 


EIGHTEENTH  WEEK 

That — Those     This — These 

Remember  that  that  and  this  are  singular  and 
those  and  these  are  their  plurals.  Those  and  these  may 
modify  plural  nouns  but  not  singular  nouns. 

Say,  "This  sort  of  chairs  is  not  easy;"  not,  those 
.sort  of  chairs  are." 

Say,  "I  like  that  kind  of  apples;"  not,  "those 
kind." 

Say,  "You  do  not  appreciate  that  kind  of  peo- 
ple;" not,  "those  kind." 

Say,  "This  kind  of  books  strengthens  the  mind; 
those  other  kinds  weaken  it." 

Say,  "This  kind  of  days  is  suffocating." 


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Say,  ".Tliat  kind  of  people  always  wants  help;" 
not,  "those  kind." 


NINETEENTH  WEEK 


Past  Tense  Followed  by  Infinitive 

,In  the  expression,  "I  wished  to  have  gone,"  the 
wish  was  in  past  time,  the  object  of  the  wish  thrown 
still  far  back  in  time.  The  correct  expression  is,  "I 
wished  to  go,"  for  at  the  time  of  wishing,  its  fulfill- 
ment could  be  in  only  present  or  future  time. 

Say,  "When  I  saw  you  yesterday,  I  hoped  to 
have  better  news;"  not,  "hoped  to  have  had  better 
news." 

Say,  "When  she  was  in  New  York,  she  wanted 
to  sing  before  a  large  audience;"  not,  "wanted  to  have 
sung." 

Say,  "He  hoped  to  be  a  great  man;"  not,  "he 
hoped  to  have  been." 

Say,  "She  expected  her  sister  to  come  home;" 
not,  "to  have  come  home." 

Say,  "Lincoln  unshed  the  war  to  end;"  not,  "to 
have  ended" 

Say,  "She  hoped  to  hear  Nordica  sing;"  not,  "to 
have  heard" 


TWENTIETH  WEEK 


Differ— Different 

We  differ  with  or  differ  from  the  opinion  of  some 
one  else. 


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All  other  things  but  opinions  differ  from  others. 
Say,  "I  respect  him  highly,  but  I  differ  with  him 

in  regard  to  some  of  his  ideas." 

Say,  "He  differs  from  most  men  in  his  opinions." 
Say,  "One  star  differs  from  another." 
Say,  "All  these  trees  differ  from  one  another." 
Say,     "The   Rocky   Mountains   differ   from   the 

Alleghany." 

Different  should  be  followed  by  from.  "Different 

to"  is  a  colloquialism  used  in  some  parts  of  England. 

Never  say  "different  than." 

Say,  "My  convictions  are  different  from  his." 
Say,  "These  trees  are  different  from  those." 
Say,  "The  climate  of  California  is  different  from 

that  of  New  England." 

Say,   "In  general  appearance,  Lincoln  was  very 

different  from  Douglas." 

Say,  "San  Bernardino  is  different  from  Redlands 


TWENTY-FIRST  WEEK 


Expect,  Think,  Believe 

Expect  means  to  look  forward  to,  and  refers  alone 
to  the  future.  Think  and  believe  refer  to  the  past, 
present  and  future.  It  is  a  mistake  to  use  expect  in 
reference  to  conditions  already  past  or  existing  now. 

Say,  "  I  think  he  is  sick,  or  he  \vould  come;"  not, 
"I  expect  he  is  sick." 


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Say,  "I  suppose  you  were  very  happy  at  his  re- 
turn;" not,  "I  expect  you  were." 

Say,  "I  believe  he  was  elected  by  fraud;"  not,  "I 
expect  he  was  elected." 

Say,  "We  presume  you  were  pleased  at  the  dis- 
covery;" not,  "We  expect  you  were  pleased  at  the  dis- 
covery." 

Say,  "I  think  you  were  promoted  last  year;"  not, 
"I  expect  you  were  promoted/' 

Say,  "I  expect  to  be  promoted  this  year,  for  I  am 
working  for  it." 


TWENTY-SECOND  WEEK 


Go,  Went,  Going,  Gone 

Went  is  used  alone  without  any  helping  verb. 
Come  is  generally  preceded  by  some  helping  verb  like 
have  or  had. 

Say,  "Why  haven't  you  gone?"  not,  "Why 
haven't  you  went? 

Say,  "I  wish  they  had  not  gone  so  soon;"  not, 
"had  not  went." 

Say,  "He  has  always  gone  to  that  school;"  not, 
"has  always  went" 

Say,  "Have  they  gone  to  Los  Angeles?"  not, 
"have  they  went?" 

Say,  "They  h&ue  gone  away  without  being  seen;" 
not,  "have  went  away." 

Say,  "Had  they  gone  when  you  arrived?"  not, 
"had  thev  went?" 


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Say,   "If  they  had  gone  before,   it  would  have 
been  better;"  not,  "if  they  had  went.9' 


TWENTY-THIRD  WEEK 


DO 
Do,  Did,  Doing,  Done 

Did  is  used  without  any  helping  verb.  Done  is 
usually  preceded  by  have  or  had. 

;Say,  "They  did  the  best  they  could;"  not,  "they 
done  the  best  they  could." 

Say,  "Having  done  this,  they  rested;"  not,  "hav- 
ing did  this." 

Say,  "I  have  never  done  so  well  before;"  not, 
"have  never  did." 

Say,  "I  did  my  examples  this  morning;"  not,  "I 
done  my  examples." 

Say,  "We  did  all  of  them  but  two;"  not,  "we 
done  all  of  them." 

Say,  "They  might  have  done  better;"  not  "might 
have  did." 

Say,  "I  saw  you  when  you  did  it;"  not,  "when 
you  done  it." 

Say,  "They  had  never  done  so  before;'  not,  "had 
never  did." 

Say,  "When  your  work  is  done,  come  to  me;" 
not,  "when  your  work  is  did" 

Say,  "Why  they  did  so,  I  never  knew;"  not, 
"whv  thev  done  so" 


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TWENTY-FOURTH  WEEK 


COME 
Come,  Came,  Coming,  Come 

Came  is  in  the  past  tense  and  is  used  without  a 
helping  verb. 

Say,  "When  he  had  come  so  far,  he  stopped;" 
not,  "had  came." 

Say,  "Having  come  home,  he  found  his  friend;" 
not,  "having  came." 

Say,  "Why  haven't  you  come  sooner?"  not, 
"haven't  you  came?" 

Say,  "He  hadn't  come  to  school  all  that  week;" 
not,  "hadn't  ca\me." 

Say,  "I  hope  they  have  come;"  not,  "have  came" 

Say,  "They  will  have  come  by  the  Fourth;"  not, 
"will  have  came!'  Do  not  use  come  instead  of  came. 

Say,  When  I  came  home,  I  found  it;"  not 
"when  I  come  home." 

Say,  "As  I  came  along  the  road,  I  picked  it  up;" 
not,  "as  I  come  along." 


TWENTY-FIFTH  WEEK 


SEE 
See,  Saw,  Seeing,  Seen 

This  is  one  of  the  most  abused  words  in  the 
language.  Saw  should  always  be  used  without  any 
helping  verb,  while  seen  should  have  one. 


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Never  use  have  or  had  with  saw. 

Say,  "I  saw  him  when  he  did  it;"  not,  "I  seen 
him." 

Say,  "He  saw  that  he  could  not  lift  so  much;" 
not,  "He  seen" 

Say,  "I  have  never  seen  a  boy  like  him  since;" 
not,  "Iwve  never  saw." 

Say,  "I  have  seen  two  presidents;"  not,  "have 
saw." 

Say,  "I  saw  him  running  up  the  street;"  not,  "I 
seen  him." 

Say,  "Have  you  ever  seen  my  dog?"  not,  "Have 
you  ever  saw?" 

Say,  "Having  seen  it  before,  I  did  not  care  to 
go;"  not,  "having  saw." 

Say,  "I  had  not  seen  her  at  4  o'clock  yesterday;" 
not,  "had  not  saw." 

Be  careful  also  not  to  say  see  for  saw. 

Say,  "I  saw  him  last  night  sneaking  up  the 
alley;"  not,  "I  see  him." 

Say,  "When  I  saw  him  I  ran;"  not,  "When  I  see 
him,  I  run." 

Say,  "They  saw  me  first  and  took  me  by  sur- 
prise;" not,  "They  see  me  first." 


TWENTY-SIXTH  WEEK 


LIE— LAY 
Lie,  Lay,  Lying,  Lain.     Lay,  Laid,  Laying,  Laid 

The  confusion  that  arises  in  using  these  words, 


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comes  from  the  fact  that  they  are  so  much  alike,  and 
that  "lay"  is  one  form  common  to  both  these  verbs. 

When  they  indicate  present  time,  lie  means  to 
recline,  and  takes  no  object;  lay  means  to  place,  and 
takes  an  object. 

In  past  time,  lay  means  recline,  and  has  no  object, 
while  laid  means  placed,  and  has  an  object. 

Say,  "I  shall  lie  down  to  rest;"  not  "lay  down." 

Say,  "I  shall  lay  my  book  down." 

Say,  "I  lay  in  bed  till  after  sunrise;"  not,  "I  laid 
in  bed." 

Say.  "I  laid  my  hat  on  the  table." 

Say,  "He  has  lain  in  the  shade  two  hours;"  not, 
"He  has  laid." 

Say,  "They  have  laid  the  foundation;"  not,  "They 
have  lain  the  foundation." 

Say,  "May  I  lie  on  the  sofa  and  rest?"  not,  "May 
I  lay  on  the  sofa  ?" 

Say,  "May  I  lay  my  umbrella  on  the  porch?" 

Say,  "Lie  down,  Rover.  Don't  bark  so  much;" 
not,  "Lay  down." 

Say,  "Lay  the  ball  down,  Rover." 

Say,  "When  I  have  lain  asleep  an  hour,  wake 
me;"  not,  "When  I  have  laid  asleep." 

Say,  "When  the  corner  stone  has  been  laid,  you 
may  begin  building;"  not,  "Has  been  lain." 

Say,  "By  the  year  2000  A.  D.,  we  shall  have  lain 
in  our  graves  many  years;"  not,  "shall  have  laid" 

Say,  "By  the  year  2000  A.  D.,  the  principles^  of 
liberty  unll  have  been  firmly  laid  in  all  the  world;"  not, 
"will  have  been  firmly  lain" 


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Say,  "He  lay  in  a  stupor  for  three  days;"  not,  "he 
laid  in  a  stupor." 

Say,  "After  the  soldier  had  lain  on  the  battlefield 
for  two  days,  he  was  laid  in  the  grave." 


TWENTY-SEVENTH  WEEK 


So— As 

So  is  generally  used  in  comparisons  after  a  nega- 
tive. 

As  is  used  when  there  is  no  negative. 

Say,  "He  was  not  so  large  as  his  father;"  not, 
"not  as  large/' 

Say,  "He  is  as  large  as  his  brother." 

Say,  "That  picture  is  as  large  as  life." 

Say,  "He  was  never  so  happy  before;"  not, 
"never  as  happy. }} 

Say,  "He  thought  that  there  was  nothing  else  so 
good;"  not  "nothing  else  as  good." 

Say,  "There  was  no  other  man  so  wise  as  Solo- 
mon;" not,  "as  wise." 

So  is  also  used  to  express  degree  with  that  as  a 
correlative. 

Say,  "So  great  was  the  catch  of  fishes  that  the 
boat  began  to  sink." 

Say,  "So  light  was  the  load  that  they  almost  flew 
with  it" 

As  is  also  used  with  so  to  express  likeness  as, 
"As  a  flower  of  the  field,  so  he  flourisheth." 


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TWENTY-EIGHTH  WEEK 


As,  As  If,  Like 

Like  is  frequently  used  incorrectly,  not  only  by 
uneducated  people,  but  also  by  those  who  should  know 
better.  Like  should  never  be  used  as  a  conjunction. 
It  is  provincial,  inelegant,  and  according  to  the  best 
authority,  incorrect.  It  may  sometime  come  to  be 
good  English,  but  it  is  not  now. 

Say,  "You  should  play  like  him;"  not,  "like  he 
does."  ' 

Say,  "It  looks  as  if  it  were  going  to  rain;"  not, 
"like  it  was  going  to  rain." 

Say,  "Do  as  I  do,"  not,  "like  I  do." 

Say,  "I  felt  as  if  I  should  die;"  not,  "like  I  should 
die." 

Say,  "She  looks  as  if  she  were  going  to  faint;" 
not,  "like  she  was  going  to  faint." 

Say,  "The  herd  rushed  on  like  a  great  tidal 
wave;"  not,  "like  a  great  tidal  wave  does." 

Say,  "It  came  to  me  like  a  vision;"  not,  "like  *\ 
vision  comes" 

Say,  "Roosevelt  did  not  do  as  other  Presidents 
did;"  not,  "like  other  Presidents  did." 

Say,  "The  meteor  flashed  through  the  heavens 
like  lightning;"  not,  "like  lightning  does" 

Say,  "He  rushed  about  the  house  as  if  he  were 
crazy;"  not,  "like  he  wa-s  crazy" 

Say,  "Sing  the  scale  like  them;"  not  "like  they 

do." 


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Remember  that  like  used  as  an  adverb  or  prepo- 
sition is  followed  by  an  object  as  a  single  word,  not  by 
a  clause. 


TWENTY-NINTH  WEEK 


RING 
Ring,  Rang,  Ringing,  Rung 

Rang  should  never  be  used  in  place  of  rung.  It 
is  used  alone  without  has,  have,  or  had. 

Say,  "Has  the  bell  rung?"  not,  "Has  the  bell 
rang?" 

Say,  "The  bell  had  not  rung  when-  I  left;"  not 
"the  bell  had  not  rang" 

Say,  "He  rang  the  bell  twice." 

At 

Do  not  finish  your  sentence  with  "at"  to  denote 
place. 

Say,  "Where  was  he?"  not,  "Where  was  he  at?" 

Say,  "Where  do  you  live?"  not,  "Where  do  you 
live  at?" 

Say,  "Where  am  I?"  not,  "Where  am  I  at?" 

Say,  "I  did  not  know  where  I  was;"  not,  "I  didn't 
know  where  I  was  at." 

Say,  "Where  will  you  be  at  2  o'clock?"  not, 
"Where  will  you  be  at,  at  2  o'clock?" 

Say,  "I  will  be  at  home  tomorrow;"  not,  "I  will 
be  home." 

Say,  "My  brother  is  at  home;"  not,  "is  home. 


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THIRTIETH  WEEK 


Those — Them 

Do  not  use  the  pronoun  them  to  modify  a  noun. 
Those  is  the  proper  modifier. 

Say,  "What  did  you  do  with  those  books?"  not, 
"them  books." 

Say,  "He  sold  me  pens,  pencils,  and  a  lot  of  those 
things"  not,  "them  things." 

Say,  "Those  boys  are  always  in  trouble;"  not, 
"them  boys." 

Say,  "I  don't  understand  all  those  figures;"  not, 
"all  them  figures," 

Say,  "I  never  could  get  along  with  those  fel- 
lows;" not,  "them  fellows." 

Say,  "Those  seeds  are  not  true  to  name;"  not 
"them  seeds." 

Say,  "I  saw  that  I  could  not  buy  all  those  plants;" 
not,  "I  seen  that  I  could  not  buy  all  them  plants." 


THIRTY-FIRST  WEEK 


TAKE 
Take,  Took,  Taking,  Taken 

Do  not  use  has,  have,  or  had  with  took.  Do  not 
use  taken  as  the  past  tense. 

Say,  "I  have  taken  part  twice  already;"  hot,  "I 
have  took  part." 

Say,  "Have  you  taken  your  medicine?"  not,  "have 
you  took?" 


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Say,  "He  took  the  machine  apart,"  not,  "he 
taken." 

Say,  "He  has  not  taken  his  books  away;"  not, 
''He  has  not  took." 

Say,  "After  we  had  taken  our  lunch,  we  started;" 
not,  "After  we  had  took  our  lunch." 

Say,  "They  have  gone  away  without  having 
taken  their  baskets;"  not,  "without  having  took." 

Say,  "Had  you  taken  my  advice,  you  would  have 
reached  them  sooner;"  not,  "had  you  took." 

Never  say  "tooken." 


THIRTY-SECOND  WEEK 


RISE— RAISE 

Rise,  Rose,  Rising,  Risen 
Raise,  Raised,  Raising,  Raised 

These  two  words  are  often  confused  in  use.  Rise 
takes  no  object.  Raise  is  a  transitive  verb  and  gener- 
ally the  object  is  expressed. 

Say,  "I  expect  the  river  to  rise  tomorrow;"  not, 
"expect  the  river  to  raise." 

Say,  "Rise  to  your  feet;"  not,  "Raise  up  to  your 
feet." 

Say,  "The  river  rose  two  feet  a  day;"  not,  "The 
river  raised  two  feet." 

Say,  "We  expect  the  wind  to  rise  to-night;"  not, 
"wind  to  raise." 

Say,  "The  wind  will  raise  a  great  dust." 


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Say,  "We  shall  raise  melons  on  that  land." 

Say,  "His  promises  raised  false  hopes." 

Say,  "What  made  you  rise  so  high?"  not,  "What 

made  you  raise  up  so  high?" 

Say,  "The  clouds  began  to  rise;"  not,  "began  to 

raise." 


THIRTY-THIRD  WEEK 


SIT— SET 

Sit,  Sat,  Sitting,  Sat 
Set,  Set,  Setting,  Set 

These  two  words,  like  lie  and  lay,  are  often  con- 
fused. If  we  will  only  remember  that  sit  takes  no 
object,  while  set  generally  has  one,  expressed  or  im- 
plied, it  will  help  us. 

Say,  "I  shall  sit  there  for  an  hour;"  not,  "I  shall 
set." 

Say,  "You  have  sat  there  long  enough;"  not, 
"have  set." 

Say,  "She  has  set  out  all  her  besst  dishes;"  not, 
"has  sat." 

Say,  "He  has  been  sitting  there  a  long  time;"  not, 
"had  been  setting." 

Say,  "Set  a  chair  for  your  mother." 
Say,  "Let  your  mother  sit  in  that  chair." 
Say;  "The  sour  lemon  set  my  teeth  on  edge." 
Say,  "They  sat  very  still  for  their  picture." 
Say,  "By  ten  o'clock  we  shall  have  sat  here  two 
hours;"  not,  "shall  have  set." 


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Set  is  also  used  with  certain  prepositons ;  as,  "He 
set  my  advice  at  naught." 

"A  price  was  set  on  his  head." 

"They  set  upon  him  and  beat  him," 

"His  supper  was  set  before  him." 

"His  heart  was  set  against  his  brother." 

"The  post  was  set  in  mortar." 

There  are  also  these  peculiar  uses: 

"The  cement  began  to  set."  (harden) 

"The  machine  was  set  going." 

"He  set  the  scheme  on  foot." 

"He  set  sail  on  Sunday." 

"He  set  the  broken  arm,"  etc. 


THIRTY-FOURTH  WEEK 


KNOW 
Know,  Knew,  Knowing,  Known 

This  word  troubles  pupils  very  often.  Knew  is 
the  past  and  should  be  used  alone.  Never  say  has 
knew  or  had  knew.  Known  is  generally  used  with  the 
auxiliaries,  have,  has  or  had,  Never  say  "knowed." 

Say,  "I  might  have  known  he  would  go;"  not, 
"might  have  knowed"  or  "might  have  knew." 

Say,  "If  I  had  known  it,  I  might  have  stopped 
it;"  not,  "if  I  had  knowed  it." 

Say,  "He  has  not  known  his  lesson  this  week;" 
not,  "he  has  not  knew." 

Say,  "I  have  known  such  people  before;"  not, 
"I  have  knew." 


36          HAND  BOOK  FOR  TEACHER  AND  PUPIL 

Say,  "They  have  never  known  what  it  is  to  be 
poor;"  not,  "they  have  never  knew." 

Say,  "He  knew  he  was  doing  wrong;"  not,  "he 
knowed." 

Say,  "She  had  never  known  a  mother's  care;" 
not,  "had  never  knew." 


THIRTY-FIFTH  WEEK 


Shall,  Will    Should,  Would 

To  indicate  futurity  without  purpose. 
I  shall  see.  .        We  shall  see. 

Thou  wilt  see.  You  will  see. 

He  will  see.  They  will  see. 

To  indicate  purpose  or  determination. 
I  will  see.  We  will  see. 

Thou  shalt  see.  You  shall  see. 

He  shall  see.  They  shall  see. 

This  use  indicates  a  command,  threat,  or  promise 
on  the  part  of  the  person  speaking.  It  sometimes  in- 
dicates a  prophecy ;  as,  "A  King  shall  arise." 

In  asking  a  question,  never  say  "Will  I"  or  "will 
we,"  but  "shall  I,"  and  "shall  we." 

Say,  "Shall  I  assist  you;"  not,  "will  I?" 

Say,  "Shall  you  go  to  school  to-morrow  ?"  This 
does  not  indicate  will  power  on  your  part,  but  what 
will,  in  the  nature  of  the  case  be  likely  to  occur. 

Say,  "Shall  he  come  with  us?  That  is,  "Do  you 
wish  or  allow  him  to  come?" 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          37 

Say,  "Shall  we  sing  for  you?"  That  is,  "Would 
you  like  to  have  us  sing  for  you?" 

Say,  "Shall  they  be  punished  for  such  a  deed?" 
That  is,  "Is  it  just  that  they  should  be  punished?" 

Say,  "I  will  read  this  book  through  before  I 
sleep."  This  indicates  determination. 

Say,  "You  will  never  see  him  again."  (Simple 
futurity,  without  purpose.) 

Say,  "You  shall  never  see  him  again."  This  in- 
dicates determination  on  the  part  of  the  speaker. 

"Will  you  go  to*  the  picnic?"  means,  "Do  you 
assent?"  "Are  you  willing?" 

Should  and  would  are  the  past  forms  of  shall  and 
will,  although  they  do  not  indicate  past  time.  Should 
has  the  additional  meaning  of  obligation  or  duty. 

Say,  "If  I  should  die  to-night" 

Say,  "He  would  work  although  we  tried  to  re- 
lieve him." 

Say,  "We  should  always  do  right." 

These  words  are  difficult  to  write  about  for  so 
much  depends  on  the  emphasis  used  in  speaking.  Shall 
when  very  emphatic,  expresses  about  the  same  mean- 
ing as  will  in  denoting  purpose  or  determination. 


THIRTY-SIXTH  WEEK 

The  Split  Infinitive 

The  modifier  of  the  infinitive  should  not  be  placed 
between  "to"  and  the  verb. 

Say,  "To  run  swiftly;"  not,  "to  swiftly  run." 


38          HAND  BOOK  FOR  TEACHER  AND  PUPIL 


Say,  "He  tried  loyally  to  do  his  part;"  or,  "to  do 
his  part  loyally;"  not,  "to  loyally  do  his  part." 

Say,  "The  jury  tried  to  decide  the  case  justly," 
not,  "to  justly  decide." 

Say,  "The  pupil  tried  to  maintain  his  argument 
boldly;"  not,  "to  boldly  maintain," 

Say,  "The  wind  began  to<  blow  noisily  through 
the  tree  tops;"  not,  "to  noisily  blow." 

Bad,  Badly,  Etc. 

Pupils  very  often  do  not  know  whether  to  use  the 
adjective  or  the  adverb  in  such  expressions  as,  "he  felt 
bad"  or,  "felt  badly." 

If  the  idea  is  the  quality  of  his  feelings,  meaning 
he  was  sick  or  sad,  "bad"  is  the  word  to  use. 

If  it  was  the  manner  of  his  feeling  toward  some- 
one, "badly"  should  be  used. 

Say,  "The  little  child  looked  very  sweet." 

Say,  "The  little  child  looked  very  sweetly  up  to 
her  mama." 

Say,  "How  is  your  brother?"  "He  seems  quite 
sick  this  morning;"  not,  "sickly." 

Say,  "Your  dress  looks  very  pretty;"  not,  "pret- 
tily." 

Ill,  Illy 

Illy  is  not  yet  authorized  as  a  good  English  word. 

Say,  "He  was  ill  prepared  for  such  a  winter;" 
not  "illy  prepared." 

Say,  "He  was  ill  dressed  for  such  a  purpose;" 
not,  "illy  dressed." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL          39 

Say,  "He  was  ill  treated  when  a  boy;"  not,  "illy 
treated." 


MISCELLANEOUS 


Do  not  use  the  word  "aint"  for  is  not,  am  not, 
and  are  not. 

Say,  "Isn't  this  pretty?"  not,  "Aint  this  pretty?" 

Say,  "I  am  not  going  home  yet;"  not,  "I  aint 
going  home  yet." 

Say,  "These  trees  are  very  large,  aren't  they?" 
not,  "aint  they?" 

Do  not  use  the  adjective  some  for  the  adverb 
somewhat. 

Say.  "He  is  somewhat  better  to-day;"  not,  "some 
better." 

Say,  "Having  walked  so  far,  I  was  somewhat 
tired;"  not,  "some  tired." 

Do  not  use  learn  for  teach.  Learn  is  what  we  do 
for  ourselves.  Teach  is  what  we  do  for  others. 

Say,  "I  will  teach  him  a  lesson  he  will  not  soon 
forget:"  not,  "I  will  learn  him," 

Say,  "He  taught  his  dog  many  tricks;"  not,  "he 
learned  his  dog." 

Say,  "He  is  the  man  who  taught  me  to  read;" 
not,  "who  learned  me." 

Do  not  use  had  with  ought. 

Say,  "He  ought  certainly  to  go;"  not,  "He  had 
ought." 


40          HAND  BOOK  FOR  TEACHER  AND  PUPIL 

Say,  "Why  ought  I  to  go?"  not,  "Why  had  I 
ought  to  go?" 

Be  careful  not  to>  use  "or"  for  ought,  or  "of"  for 
have. 

Say,  "I  think  I  ought  to  have  gone;"  not,  "I 
think  I  or  to  of  gone." 

Do  not  use  leave  for  let. 

Say,  "Let  him  alone;"  not,  "Leave  him  alone." 

vSay,  "He  will  not  let  me  be;"  not,  "He  will  not 
le^ve  me  be." 

Do  not  use  most  for  almost,  or  nearly. 

Say,  "I  am  almost  done  now;"  not,  "I  am  most 
done." 

Say,  "Aren't  we  nearly  there?"  not,  "most  there." 


HAND  BOOK  FOR  TEACHER  AND  PUPIL         41 


WORDS  COMMONLY  MISPRONOUNCED 


Accent  of  Words  Indicated  by  Italics 

acacia  a&acia  (sha)  second  a  as  in  ape 

address  ad  dress 

adobe  a  do  be  (e  as  in  ape) 

advertisement  ad  ver  tise  ment 

advertise  ad  ver  tize  .  . 

aeronaut  a  er  o  nawt  (accented  a  as  in  ape) 

again  a  gen 

Albuquerque  al  boo  kare  kay 

almond  ah  mund 

alternately  al  ter  nate  ly 

amateur  am  a  ter     (e  as  in  her) 

anarchist  an  ark  ist 

apparatus  ap  pa  ra  tus  (accented  a  as  in  ape) 

appendicitis  ap  pend  i  si  tis  (accented  i  as  in 

ice) 

apricot  a  pri  cot     (a  as  in  ape) 

area  a  re  a 

architect  ark  i  tekt 

attacked  at  takt  (not  attakt  ed) 

automobile  aw  to  mo  bill 

avenue  av  e  new  (not  noo) 

baptism  bap  tizm 

beautiful  bu  ti  ful  (last  u  as  in  full) 

bronchitis  bron  ki  tis  (accented  i  as  in  ice) 

brooch  broch  (o  as  in  hope) 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


Buenos  Ayres  bway  noce  eye  rays 

buoy  bwoy 

burro  bur  TO  (u  as  in  pull) 

calliope  kal  li  o  pe  (i  as  in  ice) 

calm  kahm 

Canada  kan  a  da 

carbine  kar  bine   (i  as   in   ice) 

cartridge  kar  trij 

chaperon  shap  er  own 

chauffeur  sho  fer  (e  as  in  her) 

cigarette  sig  a  ret  (e  as  in  met) 

Cincinnati  sin  sin  nah  ty  (not  ta) 

civilization  siv  i  li  za  shun  (all  i's  as  in  miss) 

cochineal  koch  i  neel 

Colon  Ko  lone 

column  kol  um   (not  kol  yum) 

concentrate  kon  sen  trate 

confiscate  kon  fis  kate 

contrary  kon  tra  ry 

corps  kore 

coyote  ki  o  te  (i  as  in  ice) 

creek  kreek 

data  day  ta 

deaf  deff 

debris  day  bree 

decorus  de  ko  rus 

depot  de  po  (e  as  in  meet) 

desert  dez  ert 

dessert  dez  zert 

Des  Moines  de  moin 


HAND  BOOK  FOR  TEACHER  AND  PUPIL         43 


discipline  dis  si  plin 

despicable  des  pi  ka  ble 

disputable  dis  pu  ta  ble 

docile  dos  sil 

donkey  don  key  (not  dawn) 

drowned  drownd  (not  drownd  ed) 

either  e  ther 

electoral  e  lekt  er  al 

encore  ahn  kore 

equation  e  kway  shun  (not  zhun) 

equipage  ek  wi  page 

exemplary  egz  em  play  ry 

expenditure  eks  pend  i  ture 

exquisite  ex  kwiz  it 

extraordinary  ex  tror  di  na  ry 

faucet  faw  sett 

finance  fi  nance  (i  as  in  it) 

forbade  for  bad 

forehead  for  ed 

fortnight  fort  nite 

fragile  fraj  ill 

frontal  fron  tal  (o  as  in  from) 

frontier  fron  teer  (o  as  in  from) 

frontispiece  fron  tis  pees  (o  as  in  from) 

gaping  gahp  ing 

gastritis  gas  tri  tis  (accented  i  as  in  ice) 

genuine  Jen  u  in  (i  as  in  it) 

gladiolus  gla  di  o  lus  (i  as  in  ice) 

gooseberry  gooz  her  ry 

granary  gran  a  ry  (a  as  in  and) 


44 


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greasy 

grievous 

grimace 

harass 

hearth 

height 

heinous 

heroism 

Himalaya 

Holstein 

hoof 

horizon 

hostile 

humble 

humor 

hygiene 

idea 

ignoramus 

Illinois 

illustrate 

illustrated 

inflammable 

inquiry 

interesting 

into 

iodine 

Iowa 

irrefragable 

irreparable 


greez  y 

greev  us 

gri  mace 

liar  as 

harth 

bite 

liay  nus 

her  o  izm   (e  as  in  met) 

hi  inah  la  yah 

hole  stin e 

hoof  (o  as  in  who) 

ho  ri  zun 

has  till 

hum  ble    (not  um  ble) 

hit  mer  (not  yu) 

high  ji  een 

i  de  a 

ig  no  ray  mus 

il  li  noy 

II  lus  trate 

il  lus  tra  ted 

in  flam  ma  ble  (accented  a  as  in 

at) 

in  qui  ry 
in  ter  est  ing 
in  to 
i  o  din 
t'o  wah 
ir  ref  ra  ga  ble 
ir  rep  a  ra  ble 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


45 


isolate  i  so  late  (i  as  in  ice) 

italic  i  tal  ik  (i  as  in  it) 

Italian  i  tal  yan  (i  as  in  it) 

jaunt  jahnt 

jugular  ju  gu  ler  (u  as  in  Jude) 

just  just  (not  jest) 

juvenile  ju  venill 

kept  kept  (not  kep) 

lamentable  lam  en  ta  ble 

Las  Vegas  lahs  vay  gas 

learned  lern  ed  (used  as  an  adj.) 

legend  lej  end 

leisure  lee  zhur 

lever  le  ver 

lichen  H  ken 

licorice  Ilk  o  riss 

lief  leef 

lilac  li  lak 

Louisiana  loo  e  ze  ah  na 

Louisville  loo  is  vill 

Los  Angeles  loce  ahng  ha  lace  (The  best  auth- 

orities give  this  as  the  correct 
pronunciation,  but  however  it 
is  pronounced  the  "g"  should 
not  sound  as  /,  and  the  last  "e" 
is  not  long.) 

magazine  mag  a  seen 

Magna  Charta  mag  na  kar  ta 

maltreat  mal  treet  (a  as  in  alley) 

mandarin  man  da  reen 


46 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


Mardigras 

massage 

matron 

mercantile 

miniature 

mischievous 

mirage 

Missouri 

mistletoe 

model 

mustache 

national 

naught 

negligee 

neither 

nominative 

nothing 

oasis 

often 

ordeal 

Palestine 

Palo  Alto 

partner 

patriotic 

patron 

patronage 

peremptory 

perfect 
perfume  (noun) 


mahr  de  grah 

mas  saj 

may  trun 

mer  can  till 

min  i  a  ture  (not  chur) 

mis  chy  vus 

me  rahzh 

mis  soo  ri   (not  "ra") 

miz  1  tow 

mod  el  (not  modi) 

mus  tahsh 

nosh  un  al 

nawt 

neg  li  shay 

nee  ther 

nom  in  a  tiv 

nuth  ing 

o  a  sis 

ofn 

or  de  al 

pal  es  tine 

pah  lo  ahl  to 

part  ner  (not  pard) 

pay  tri  ot  ic 

pay  tron 

pat  ron  age 

per  emp  to  ry  (accented  e  as  in 

tell} 

per  feet 
per  fume 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


47 


perfume  (verb) 

permit  (noun) 

permit  (verb) 

persist 

pianist 

poem 

pollen 

pomegranate 

Pompeii 

Portugal 

Portuguese 

precedent  (adj.) 

precedent  (noun) 

presentation 

primarily 

process 

progress 

rather 

recess 

resource 

rise  (noun) 

rise  (verb) 

romance 

roof 

rude 

ruffian 

sacrifice 

salute 

San  Bernardino 

San  Jacinto 


per  fume 

per  mit 

per  mit 

per  sist 

pi  an  ist 

po  em 

pol  len  (o  as  in  not) 

pwn  gran  ate 

pom  pay  ye 

par  tu  gal  (not  chu) 

por  tu  geese  (not  chu) 

pre  ceed  ent 

press  e  dent 

prez  en  ta  shun 

pry  ma  ri  ly 

pr&ss  ess 

prog  ress 

rah  ther 

re  cess 

re  source 

rise  (rice) 

rize 

ro  mance 

roof  (oo  as  in  boot) 

rood 

ruf  yan 

sac  ri  fize  (last  i  as  in  rise) 

sa  lewt  (not  loot) 

ber  nar  de  no  (not  barny) 

san  ha  seen  to 


48 


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San  Joaquin  San  Ho  a  keen  (ho  a  is  pro- 
nounced so  rapidly  that  it 
sounds  like  hwa) 

San  Jose  san  ho  say 

sarsaparilla  sar  sa  pa  ril  la 

sausages  saw  sag  es 

shone  shown 

shrine  shrine  (not  srine) 

simultaneous  si  mul  ta  ne  ous  (i  as  in  high) 

sinecure  si  ne  cure  (i  as  in  high) 

sinews  sin  ewz 

sovereign  suv  er  in 

St.  Augustine  aw  gusi  teen 

Stanislaus  stan  is  lou 

strychnine  strick  nin 

tarantula  ta  ran  tu  la    (not,    chu  la) 

telegraphy  te  leg  ra  phy 

Thames  temz 

theater  the  a  ter 

Tia  Juana  te  a  hw&  na 

Tokio  to  ke  o 

tomato  to  ma  to 

tortoise  tor  tis 

tremendous  tre  men  cms  (not  jus) 

Tucson  tu  son  (o  as  in  on) 

tune  tune  (not  toon) 

Tuolumne  twol  um  ne 

Vallejo  val  yay  ho 

vehement  ve  he  ment 

what  hwot 


HAND  BOOK  FOR  TEACHER  AND  PUPIL         49 

wrath  rahth 

wharf  hwarf  (not  warf) 

wheat  wheet  (not  weet) 

wheel  hweel  (not  weel) 

why  hwy  (not  wy) 

wont  o  as  in  tone 


50          HAND  BOOK  FOR  TEACHER  AND  PUPIL 
REFERENCE  TABLES 


Liquid  Measure 

4  gills  (gi.)  make  i  pint  (pt.) 

2  pts.  make  i  quart  (qt.) 
4  qts.  make  i  gallon  (gal.) 

31 J  gal.  make  i  barrel  (bbl.) 
63  gal.  make  i  hogshead  (hhd.) 
i  gallon  contains  231  cubic  inches. 

Long  Measure 

12  inches  (in.)  make  i  foot  (ft.) 

3  ft.  make  i  yard  (yd.) 

5^  yds.  or  16^  ft.  make  i  rod  (rd.) 

5280  ft.  or  1760  yds,  or  320  rds.  make  i  mile. 

4  in.  make  i  hand.      (Used  in  measuring  horses.) 

6  ft.  make  i  fathom.      (Used  in  measuring  depth  at 

sea). 
6086  ft.  make  i  knot.      (Used  in  navigation.) 

Surveyor's  Long  Measure 

7.92  in.  make  i  link 

loo  links  or  66  ft.  make  i  chain. 

80  chains  make  i  mile. 


Cubic  Measure 

1728  cubic  inches  make  i  cubic  foot  (cu  ft.) 
27  cu.  ft  make  i  cubic  yard  (cu.  yd.) 
128  cu.  ft.  make  i  cord  of  4  ft.  wood. 


HAND  BOOK  FOR  TEACHER  AND  PUPIL         51 

i  cu.  yd.  of  earth  makes  i  load. 

24!  cu  ft  make  I  perch  of  masonry. 

40  cu.  ft.  of  space  make  i  ton.      (Used  in  measuring 

sea  vessels.) 

i  cu.  ft.  o<f  water  weighs  62^  pounds, 
i  ft.  of  lumber  is  i  in.  thick,  i  ft.  long,  i  ft.  wide. 

Square  Measure 

144  square  inches  (sq.  in.)  make  i  square  foot  (sq. 

ft.) 

9  sq.  ft.  make  i  square  yard  (sq.  yd.) 
30^  square  yds.  make  i  square  rod  (sq.  rd.) 
1 60  sq.  rd.  make  i  Acre  (A.) 
640  A.  make  i  sq.  mile. 
i  section  of  land  is  one  sq.  mile. 
J  section  of  land  is  160  A. 
36  Sections  make  i  Township  (Twp.) 


Avoirdupois  Weight 

Used  in  Weighing  Heavy  and  Bulky  Articles 

1 6  ounces  (oz.)  make  i  pound  (Ib.) 

loo  Ib.  make  i  hundred  weight  (cwt. )  or  Cental  (C.) 

20  cwt.  make  i  ton  (T.) 

2240  Ib.  make  i  long  ton. 

7000  grains  (gr.)  make  i  Ib. 


Troy  Weight 

Used    in    Weighing   Gold,  Silver  and  Jewels 
24  grains  make  i  pennyweight  (pwt.) 
20  pwt.  make  i  oz. 
12  oz.  make  I  Ib. 


52          HAND  BOOK  FOR  TEACHER  AND  PUPIL 
Apothecaries'  Weight 

Used  in  Mixing  Medical  Prescriptions 

20  gr.  make  i  scruple. 

3  scruples  make  i  dram. 

8  drams  make  i  oz. 

12  oz.  make  i  Ib. 

7000  gr.  make  i  Avoirdupois  Ib. 

437i  §Tr-  niake  i  Avoirdupois  oz. 

5760  gr.  make  i  Troy  or  Apoth.  Ib. 

480  gr.  make  i  Troy  or  Apoth.  oz. 


Metric  Table 

10  milli  make  i  centi. 
10  centi  make  i  deci. 
10  deci  make  i  unit. 
10  units  make  i  deca. 
TO  deca  make  i  hecto. 
10  hecto  make  r  kilo. 
10  kilo  make  i  myria. 

The  unit  may  be  a   gram,  (15.432  grains)  a  meter, 
(39.37  inches)  or  a  liter,  (2.1135  pints).  Thus: 
10  decimeters  make  i  meter. 
10  meters  make  i  decameter,  etc. 
To  change  meters  to  decameters,  divide  by  10, 
that  is,  move  the  decimal  point  one  place  to  the  left; 
as,  562.65  meters  equal  56.265  decameters. 

To  change  meters  to  centimeters,  multiply  by  100; 
that  is,  move  the  decimal  point  two  places  to  the  right. 
Thus,  65.256  meters  equal  6525.6  centimeters,  etc. 


HAND  BOOK  FOR  TEACHER  AND  PUPIL         53 

Miscellaneous  Table 

12  things  make  i  dozen. 

12  dozen  make  i  gross. 

20  things  make  i  score. 

196  Ib.  make  i  bbl.  of  flour. 

200  Ib.  make  i  bbl  of  pork. 

14  Ib.  make  i  stone. 

24  sheets  of  paper  make  i  quire. 

20  quires  make  i  ream. 


A  Method  of  Finding  Interest 

What  is  the  interest  of  $420.00  for  2  yr.  i  mo.  10 
da.  at  7  per  cent  ? 

-~  of  $420  is  the  interest  for  i  yr. 

IF  of  155     of  $420  is  the  interest  for  I  mo. 

~Wof  -&  °f  15o     of  $420  is  the  interest  for  i  da. 

760  times  -^  of  .-L  of  JL  of  $420  is  the  inter- 
est for  760  days  or  the  given  time.  By  cancellation 
we  obtain  the  interest,  $62.07. 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


Land  Measure 

North 


1 

4 

?  4 

3 

3 

W 

13 

?o 

2 

1  2 

4 

3 

San 

2 

Bernar 

1 

dino    .& 

1 

234 

Base  Line 

4 

3 

2 

1 

i^ 
1 

234 

2 

S  2 

i 

3 

§   3 

4 

4 

South 


8*n  Bernardino  Mountains. 


6 

5 

4 

3 

2 

1 

7 

8 

9 

10 

11 

12 

18 

17 

16 

15 

14 

13 

19 

20 

21 

22 

23 

24 

30 

29 

28 

27 

26 

25 

SI 

32 

33 

34 

35 

36 

Township 


HAND  BOOK  FOR  TEACHER  AND  PUPIL 


55 


Townships  are  described  as  being  east  or  west  of 
the  San  Bernardino  Meridian,  and  north  or  south  of 
the  San  Bernardino  Base  Line. 

Sections  of  a  township  are  all  numbered,  begin- 
ning at  the  northeast  corner  with  No.  i,  and  ending 
at  the  southeast  corner  with  No.  36. 

A  part  of  a  section  like  the  following  is  thus  des- 
cribed. 


40 

Acres 


The  S.E.J  of  the  S.E.J  of  Section  24,  Township 
2  South,  Range  3  West,  San  Bernardino  Base  and  Me- 
ridian. 


56          HAND  BOOK  FOR  TEACHER  AND  PUPIL 


ABBREVIATIONS 


A.  B. — Bachelor  of  Arts. 

A.  D. — In  the  year  of  our  Lord. 

A.  M. — Master  of  Arts. 

B.  C — Before  Christ. 
Co. — Company,  County. 

C.  O.  D. — Collect  on  Delivery. 

D.  C. — District  of  Columbia. 
D.  D. — Doctor  of  Divinity. 
Dr. — Debtor,  Doctor. 

D.  V.— God  Willing. 
e.  g. — Example  given, 
et  al. — And  others. 
etc. — And  other  things. 

F.  O.  B.— Free  on  Board. 

G.  A.  R. — Grand  Army  of  the  Republic, 
h'dk'f.— Handkerchief. 

Hon. — Honorable. 

i.  e.— That  is. 

incog.  — Unknown . 

inst. — The  present  month. 

LL.  D. — Doctor  of  Laws. 

M.  C. — Member  of  Congress, 

Messrs. — Gentlemen. 

M.  P. — Member  of  Parliament. 

MS. — Manuscript. 

MSS. — Manuscripts. 

N. — Noon. 

N.  B.— Take  Notice. 


HAND  BOOK  FOR  TEACHER  AND  PUPIL         57 


No. — Number. 

p. — Page.  (In  music,  soft.) 

pp. — Pages.      (In  music,  very  soft.) 

Ph.  D.— Doctor  of  Philosophy. 

Pkg. — Package. 

P.  M. — Postmaster. 

P.  O.— Postoffice. 

Prof. — Professor. 

prox. — Next  month. 

P.  S. — Postscript. 

Q.  E.  D. — Which  was  to  be  demonstrated. 

Rev. — Reverend. 

St. — Saint,  Street,  Strait. 

nit. — Last  month. 

u.  s. — As  above. 

U.  S. — United  States. 

U.  S.  N.— United  States  Navy. 

viz. — Namely. 

vs. — Versus.   (Against) 

W.  R.  Q— Woman's  Relief  Corps. 

yd.— Yard. 

Y.  M.  C.  A. — Young  Men's  Christian  Associa- 
tion. 

Y.  W.  C.  A.— Young  Women's  Christian  Asso- 
ciation. 


YB   12462 


